69 development. The students needed indoor and outdoor space where they could try
out all their newly acquired skills without danger of injury.
b Post Office
In the last meeting, the students had a mini trip to the post office. They were asked to send a greeting card to the people they loved. In the post office, the
teacher guided them one by one to buy an envelope and a stamp. The students should stick the stamp on the envelope and put the card on it. Since the students
did such activities, the teacher applied TPR as the method that covered the method used.
The effectiveness of the media were shown in every meeting. In this study, the use of dry leaves as the media in the fifth meeting was not important because
it did not support with the topic. The use of dry leaves had not clearly shown its purposes in the teaching-learning process because dry leaves did not damage the
environment. Those dry leaves became organic fertilzers naturally. The suggestion was in the next chapter.
3. The Underlying Reasons Using the Methods and Media Used in Teaching
Process
In order to answer the third problem formulation, the writer conducted an interview to the teacher and used coding or classifying the methods and media
used in every meeting. The writer classified the methods and media in the tables completely. The table were in the Table 4.6.
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70
Table 4.6 The Classification of Methods and Media in the 1
st
Meeting
Activities Methods
Media
The teacher and the students had exercises. The students followed
the teacher’s movement.
Total Physical Response TPR
Objects: cassette and tape
The teacher said some words and then the students follow the
movement. TPR
Object: part of students’ body
The students sang “Good morning” and moved their body
f ollowing the teacher’s
movement. TPR
Object: songs, part of students’ body
The students were counting by using their fingers together.
TPR Object: part of
students’ body The teacher emphasized spoken
language on the commands. TPR
Object: part of students
’ body The teacher gave instruction in
English when the students did something for themselves.
For example: wash your hand, make a line please, close and
lock your locker, finish all the snacks please, sit down please.
TPR Object: part of
students’ body
The students memorized the songs and the movement they
sang in every meeting. TPR, MI
– musical
intelligence and verbal linguistic
intelligence Object: part of
students’ body, songs The students memorized the
habitual instruction given by the teacher. They were also
accustomed to greet each other by using English.
MI – verbal
linguistic intelligence and
bodily kinesthetic Object: part of the
students’ body
The teacher used red and white crepe papers to make the chain.
Desuggestopedia Objects: crepe paper,
glue, crayon, and drawing book.
The teacher gave an example how to make a chain from crepe
paper and then the students imitated what the teacher’s did.
Desuggestopedia Objects: crepe paper,
glue, crayon, and drawing book.
The students played in the area after studying in the classroom.
Desuggestopedia, MI
– verbal linguistic
intelligence, Objects: puzzles, kinds
of toys, musical instrument, sponge
blocks, and scrambled
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71
Activities Methods
Media
musical intelligence, and
bodily kinesthetic intelligence
pictures.
Based on the methods and media which were used during the teaching- learning process, there was an underlying reason why the teacher used such kinds
of method and media in the first meeting. The reason was that the students improved their motor. Dodge 1992: 9 explained
that students’ motor covered gross motor and fine motor. Gross motor involved the large muscles of the body.
“Kalau kapasitas intelektual; itu sebenarnya tergantung pada kognitif para siswanya. Kognitif tersebut bisa kognitif kasar dan kognitif halus.
Kognitif kasar meliputi kegiatan-kegiatan seperti berlari, senam, dan lompat. Sedangkan kognitif halus meliputi kegiatan seperti menggunting,
mewarnai, dan menempel gambar.” T Intellectual capacities actually depended on the
students’ cognitive. It covered two kinds; those were gross motor and fine motor. Gross motor
was such as running, exercises, and jumping. On the other hand, the fine motor was such as cutting, coloring, and sticking.
The students were young learners who liked running, skipping, throwing,
pulling, and carrying. These activities allowed the students to use and refine their gross motor in a natural way. Fine motor involved the use of small muscles such
as those in the wrist and hand Dodge, 1992: 9. Building sponge block towers, using scissors, drawing and colouring with crayons or markers, making a chain,
sticking the dry leaves, sticking the stamp, and decorating the chocolates were the activities for developing
students’ fine motor skill.
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Table 4.7 The Classification of Methods and Media in the 2
nd
Meeting
Activities Methods
Media
The teacher and the students had exercises. The students
followed the teacher’s
movement. Total Physical
Response TPR Objects: cassette, tape
The teacher said some words and then the students followed
the movement TPR
Object: part of students’ body
The students sang “Good morning” and moved their body
following the teacher’s movement.
TPR Object: songs, part of
students’ body The students were counting by
using their fingers together. TPR
Object: part of students’ body
The teacher emphasized spoken language on the commands.
TPR Object: part of
students’ body The teacher gave instruction in
English when the students did something for themselves.
For example: wash your hand, make a line please, close and
lock your locker, finish all the snacks please, sit down please.
TPR Object: part of
students’ body
The students memorized the songs and the movement they
sang in every meeting. TPR, MI
– musical intelligence and
verbal linguistic intelligence
Object: part of students’ body, songs
The students memorized the habitual instruction given by
the teacher. They were also accustomed to greet each other
by using English. MI
– verbal linguistic
intelligence and bodily kinesthetic
Object: part of students’ body
The teacher used photographs of their mother.
Desuggestopedia Structured-oriented
picture: photos The students described their
mother in turns. Desuggestopedia
Structured-oriented picture: photos
The students played in the area after studying in the classroom.
Desuggestopedia, MI
– verbal linguistic
intelligence, musical
intelligence, and bodily kinesthetic
Objects: puzzles, kinds of toys, musical
instrument, sponge blocks, and scrambled
pictures.
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73
Activities Methods
Media
intelligence
Based on the observation checklist in the second meeting, the reason why the teacher used photos of students’ mother could be underlined. Therefore, the
reason could be triangulated from observation checklist, field notes, and interview. Since photographs were included in the Creative curriculum, the
teacher used it when the students learnt describing their mother. Photograph could improve students’ linguistic intelligence. That was why the teacher used it as the
media. The teacher trained the students to speak in front of their friends. It made the students
accustomed to share what they felt to the public.
“Pada waktu meeting kedua yaitu tentang menceritakan ibu masing- masing, ada yang sangat antusias, tetapi ada pula yang malu-malu.
Untunglah, mereka semua bisa menceritakan dengan baik walaupun dengan suara yang lirih karena malu. Mereka yang masih malu-malu,
bercerita dengan suara lirih. Namun, anak-anak bisa mendengarkan
dengan baik.” T When the topic was describing their mother in the second meeting, some
students were enthusiastic to tell his or her mother, but the others were not. Fortunately, all of the students could tell about their mother well although
some of them were still shame. Those students who were shame had a soft voice, but it was okay because the other students listened to.
Speaking
in front of the class also increased students’ confidence. Gardner in Campbell, 1996: 2 explained that self-confidence grew when students learnt
to defend their position in discussion. This study showed that the teacher gained stude
nts’ confidence to speak in front.
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74
Table 4.8 The Classification of Methods and Media in the 3
rd
Meeting
Activities Methods
Media
The students studied outside the classroom. They went to a
swimming pool to practice their body kinesthetic.
Total Physical Response TPR
MI-Bodily kinesthetic
Events Real place: swimming pool
The teacher put swimming in the class activity because the students developed their physical characteristic. It had covered all aspects of gross motor
development by training their muscles to move in the water. Cole 1956: 127 stated that physical development of the body requires children to do any physical
activities at one moment that make them easily exhausted. Physical characteristics were also essential to the students because they would grow their bones and
muscles as well as their nerve system develop.
Table 4.9 The Classification of Methods and Media in the 4
th
Meeting
Activities Methods
Media
The teacher and the students had exercises. The students
followed the teache r’s
movement. Total Physical
Response TPR Objects: cassette, tape
The teacher said some words and then the students followed
the movement TPR
Object: part of students’ body
The students sang “Good morning” and moved their body
following the teacher’s movement.
TPR Object: songs, part of
students’ body The students were counting by
using their fingers together. TPR
Object: part of students’ body
The teacher emphasized spoken language on the commands.
TPR Object: part of
students’ body The teacher gave instruction in
English when the students did TPR
Object: part of students’ body
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75
Activities Methods
Media
something for themselves. For example: wash your hand,
make a line please, close and lock your locker, finish all the
snacks please, sit down please. The students memorized the
songs and the movement they sang in every meeting.
TPR, MI –
musical intelligence and
verbal linguistic intelligence
Object: part of students’ body, songs
The students memorized the habitual instruction given by
the teacher. They were also accustomed to greet each other
by using English. MI
– verbal linguistic
intelligence and bodily kinesthetic
Object: part of students’ body
The teacher used the money which were drawn of Pattimura,
Pangeran Diponegoro,
Pangeran Antasari, and Imam
Bonjol to explain about patriot. Desuggestopedia
Objects: money of Rp 1.000,00; Rp 2.000,00;
Rp 5.000,00 Structured-oriented
picture: Pangeran Diponegoro
The students colored the picture of Imam Bonjol.
Desuggestopedia Objects: photos and
crayon Structured-oriented
picture: Pangeran Diponegoro
The students played in the area after studied in the classroom.
Desuggestopedia, MI
– verbal linguistic
intelligence, musical
intelligence, and bodily kinesthetic
intelligence. Objects: puzzles, kinds
of toys, musical instrument, sponge
blocks, and scrambled pictures.
The reasons why the teacher used nominal money and the picture of a patriot were that the students would recognize who was captured in the nominal
money as their patriot. It was important to give an understanding about patriot to the students, so that they also had a point of view of the patriot that they were
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76 proud of. Moreover, the students learnt nominal money that they often used daily
as a payment . It improved students’ understanding on how much nominal money
that had been used around them and how to use the money when they needed something to buy.
Table 4.10 The Classification of Methods and Media in the 5
th
Meeting
Activities Methods
Media
The teacher and the students had exercises. The students
followed the t eacher’s
movement. Total Physical
Response TPR Objects: cassette and
tape The teacher said some words
and then the students follow the movement
TPR Object: part of
students’ body The students sang “Good
morning” and moved their body following the teach
er’s movement.
TPR Object: songs, part of
students’ body The students were counting by
using their fingers together. TPR
Object: part of students’ body
The teacher emphasized spoken language on the
commands. TPR
Object: part of students’ body
The teacher gave instruction in English when the students did
something for themselves. For example: wash your hand,
make a line please, close and lock your locker, finish all the
snacks please, sit down please. TPR
Object: part of students’ body
The students memorized the songs and the movement they
sang in every meeting. TPR, MI
– musical intelligence and
verbal linguistic intelligence
Object: part of students’ body,songs
The students memorized the habitual instruction given by
the teacher. They were also accustomed to greet each other
by using English. MI
– verbal linguistic
intelligence and bodily kinesthetic
Object: part of students’ body
The teacher taught about earth Desuggestopedia
Context-oriented
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77
Activities Methods
Media
day. picture: pictures of
environment scene which were drawn by
the teacher Objects: glue and dry
leaves
The students practiced to stick the dry leaves into the drawing
paper. Desuggestopedia
Context-oriented picture: pictures of
environment scene which were drawn by
the teacher Objects: glue and dry
leaves.
The students played in the area after studying in the classroom.
Desuggestopedia, MI
– verbal linguistic
intelligence, musical
intelligence, and bodily kinesthetic
intelligence Objects: puzzles, kinds
of toys, musical instrument, sponge
blocks, and scrambled pictures.
Dry leaves were rarely used in teaching-learning, but pre-school teacher was so creative that the teacher used it as the media. In the fifth meeting, the
students learnt their house and environment. It was used by the teacher in order to make the students understand where they had been living and what they could do
to save their house and environment from global warming. It was expected that the students at least did not throw away the garbage such as dry leaves
everywhere.
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78
Table 4.11 The Classification of Methods and Media in the 6
th
Meeting
Activities Methods
Media
The teacher and the students had exercises. The students
followed the teacher’s
movement. Total Physical
Response TPR Objects: cassette and
tape The teacher said some words
and then the students followed the movement
TPR Object: part of
students’ body The students sang “Good
morning” and moved their body following the teacher’s
movement. TPR
Object: songs, part of students’ body
The students were counting by using their fingers together.
TPR Object: part of
students’ body The teacher emphasized spoken
language on the commands. TPR
Object: part of students’ body
The teacher gave instruction in English when the students did
something for themselves. For example: wash your hand,
make a line please, close and lock your locker, finish all the
snacks please, sit down please TPR
Object: part of students’ body
The students memorized the songs and the movement they
sang in every meeting. TPR, MI
– musical intelligence and
verbal linguistic intelligence
Object: part of students’ body, songs
The students memorized the habitual instruction given by
the teacher. They were also accustomed to greet each other
by using English. MI
– verbal linguistic
intelligence and bodily kinesthetic
Object: part of students’ body
The teacher taught how to cook chocolate.
Desuggestopedia Objects: white and dark
chocolates, messes, and candies.
The students practiced to stir the chocolate one by one and
the teacher guided them. Desuggestopedia
Objects: white and dark chocolate, messes, and
candies. The students practiced to
decorate their chocolate and brought them at home.
Desuggestopedia Objects: white and dark
chocolate, messes, and candies.
The students played in the area after studying in the classroom.
Desuggestopedia, MI
– verbal Objects: puzzles, kinds
of toys, musical
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79
Activities Methods
Media
linguistic intelligence,
musical intelligence, and
bodily kinesthetic intelligence
instrument, sponge blocks, and scrambled
pictures.
In this study, cooking activity and chocolate was chosen as the media and TPR as the method because the students could finally learn how to cook a
chocolate became a food that could be eaten. The students also learnt about how to make a delicious food from simple material which could be bought anywhere.
In Creative curriculum 1992: 271 stated that “cooking enables children give experience the world of food firsthand.” It meant that the students were given an
opportunity to have an experiment with the food, to be creative, and to prepare nutritional snacks. The students had experience in how to prepare the ingredients,
stir and decorate the chocolate creatively. Moreover, cooking activity gave positive impact to the students. The students also learnt about science, developed
physical skills and increased vocabularies.
Table 4.12 The Classification of Methods and Media in the 7
th
Meeting
Activities Methods
Media
The teacher and the students had exercises. The students
followed the teacher’s
movement. Total Physical
Response TPR Objects: cassette and
tape The teacher said some words
and then the students followed the movement
TPR Object: part of
students’ body The students sang “Good
morning” and moved their body following the teacher’s
movement. TPR
Object: songs, part of students’ body
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80
Activities Methods
Media
The students were counting by using their fingers together.
TPR Object: part of
students’ body The teacher emphasized spoken
language on the commands. TPR
Object: part of students’ body
The teacher gave instruction in English when the students did
something for themselves. For example: wash your hand,
make a line please, close and lock your locker, finish all the
snacks please, sit down please. TPR
Object: part of students’ body
The students memorized the songs and the movement they
sang in every meeting. TPR, MI
– musical intelligence and
verbal linguistic intelligence
Object: part of students’ body, songs
The students memorized the habitual instruction given by
the teacher. They were also accustomed to greet each other
by using English. MI
– verbal linguistic
intelligence and bodily kinesthetic
Object: part of students’ body
The teacher gave understanding what greeting cards were.
Desuggestopedia Objects: story books,
glue, and drawing paper
Context-oriented picture: small
decorated pictures. The students were asked to
describe their celebration day based on their religion. The
teacher guided them. Desuggestopedia
Objects: story books, glue, and drawing
paper Context-oriented
picture: small decorated pictures.
The students played in the area after studying in the classroom.
Desuggestopedia, MI
– verbal linguistic
intelligence, musical
intelligence, and bodily kinesthetic
intelligence. Objects: puzzles, kinds
of toys, musical instrument, sponge
blocks, and scrambled pictures.
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81 Using small decorated pictures to decorate a greeting card was the way to
develop students’ fine motor skill. It was important that the students learnt coordinate movement by drawings, cutting, sticking, and gluing. They made the
card based on their religious view. Although they were different, they made the cards together.
Table 4.13 The Classification of Methods and Media in the 8
th
Meeting
Activities Methods
Media
The teacher said some words and then the students followed
the movement TPR
Objects: cassette and tape
The students sang “Good morning” and moved their body
following the teacher’s movement.
TPR Object: part of
students’ body, songs The students were by using
their fingers together. TPR
Object: songs, part of students’ body
The teacher emphasized spoken language on the commands.
TPR Object: part of
students’ body The teacher gave instruction in
English when the students did something for themselves.
For example: wash your hand, make a line please, close and
lock your locker, finish all the snacks please, sit down please
TPR Object: part of
students’ body
The students memorized the songs and the movement they
sang in every meeting. TPR, MI
– musical
intelligence and verbal linguistic
intelligence Object: part of
students’ body, songs The students memorized the
habitual instruction given by the teacher. They were also
accustomed to greet each other by using English.
Memorization Object: part of
students’ body The teacher went to the post
office to send their greeting cards.
Desuggestopedia Objects: the greeting
cards the students made in the previous
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82
Activities Methods
Media
meeting, glue, and stamps.
Event real place: post office
The students were asked to buy the stamp one by one. The
teacher guided them. TPR
Objects: the greeting cards the students made
in the previous meeting, glue, and
stamps. Event real place: post
office
The students glued the stamp on the greeting card.
TPR Objects: the greeting
cards the students made in the previous
meeting, glue, and stamps.
Event real place: post office
The students sent the greeting card by themselves one by one.
The students asked help from the post office clerk.
TPR Objects: the greeting
cards the students made in the previous
meeting, glue, and stamps.
Event real place: post office
The students went back to
“Speak First” and played in
the area. Desuggestopedia,
MI – verbal
linguistic intelligence,
musical intelligence, and
bodily kinesthetic intelligence.
Objects: puzzles, kind of toys, musical
instrument, sponge blocks, and scrambled
pictures.
Creative curriculum Dodge, 1992: 327 gave an opportunity to have outdoor activities for learning to pre-school students. In this study, the outdoor
activity was shown when the students had a mini trip to the post office. The
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83 teacher’s using greeting cards as the media and applying mini trip as the method
was to avoid boredom of routine activities and to show the students how to send a card. Mini trip was one of outdoor learning activities
in order to enrich students’ experience. In this study, the students learnt how to buy a stamp and then how to
send the greeting card by themselves. The students would remember the lesson a little bit longer if they directly conducted the lesson.
The underlying reasons why the teacher used those kinds of methods and supporting media in each meeting had been discussed. Generally, it could be
concluded that there were three underlying reasons. The three reasons were improving students motor, increasing students’ confidence, and broadening
students’ knowledge. Firstly, improving students motor could be found in the first, third, sixth, seventh, and eighth meetings when the students demonstrated to make
a chain from crepe papers, to practice swimming, to make chocolates, to make a greeting card, and to send the greeting card in the post office. Dodge 1992: 9
explained that students’ motor covered gross motor and fine motor.
Secondly, increasing students’ confidence could be found in the second meeting when the students described their mother in front of the class. Gardner in
Campbell, 1996: 2 explained that self-confidence grew when students learnt to defend their position in discussion.
Thirdly, broadening students’ knowledge could be found in the fourth, fifth, and sixth meetings when the students learnt
about the use of money and the description of patriot, the meaning of global warming and a warning not to throw away garbages everywhere, and the
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84 procedures of making chocolates. Creative curriculum Dodge, 1992: 327 gave
an opportunity to have outdoor activities for learning to pre-school students.
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85
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents general conclusions from the discussions of this study. This chapter also presents suggestions for English teachers, students, and
future researchers. Hence, the writer divides this chapter into two sub chapters, namely conclusions and suggestions.
A. Conclusions
This sub chapter presents conclusions based on the discussion on the research questions. It consists of three parts. The first part is conclusion of
methods used in teaching English, the second part is conclusion of the media used based on the methods, and the third part is conclusion of the underlying reasons of
using that methods and media.
1. Methods used in teaching English
There were several methods used by the teacher in teaching English for pre-school students. The teacher conducted more than one method in one meeting.
The teacher used the methods based on the topic on that day. The followings were conclusion of the methods used by the teacher to teach vocabulary for pre-school
students. The first method was Total Physical Response TPR. The teacher used
TPR before the class began. Since the students are young learners who like running, skipping, throwing, and carrying, the teacher wanted all students to
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